Triune Consciousness-A $100 Phrase We Need to Grasp Why Every Wrong Leads to the Same Remedy

For those of you excited to hear your State may be reconsidering the Common Core, my research has always shown that CCSSI is a Bait and Switch tactic. So I am going to continue my focus on the real change coming to a classroom near you soon. US or elsewhere. Public or private. The consistency across decades and geography is amazing. So we are going to keep our focus on the wealth of confessional riches that looking into that odd word–conative–turned up. Because the vision everywhere seems to be a 21st Century “form of education that provides universal principles from which inner-awakening, self-transformation and self awareness can be enhanced.”

Why is that necessary? Because “without inner transformation, it is not possible to bring about true change as true change in the thinking, must occur at the spiritual level.” (“Towards Self-Sustainability in Education”, 2007, New Zealand) Spiritual as in “the convergence of religions into a universal form of ethics.” That’s supposedly how we get to a cooperative commonwealth or all the other visions of a reorganized collectivist, sustainable economy and society we have looked at that is always attached to these ed reform visions. If the vision of the society or economy of the future makes no sense for most of us, we need to reconsider where the League of Innovative Schools and 21st Century Skills and a Competency focus and social and emotional learning are really taking us. But today we are focusing on how changes this dramatic can manage to make it all the way into a local classroom despite the wishes of parents, taxpayers, a Governor, or a local school board.

Apart from money to bribe compliance at the local level and accreditation (which is so poorly understood), this time the Executive branch through both White House edicts and very busy agencies is really working the interpretations of both the federal civil rights laws and the federal disabilities laws into pretzels only a contortionist or a stealth Social Change Agent could love. We already noted a similar previous attempt here.

Well, the feds were at it again this week using the Civil Rights Division of DoEd’s Special Ed Division to issue a Dear Colleague letter on the Bullying of Students with Disabilities. But the remedy as we have seen before involves a Positive School Climate (PSC) and required policies and psychological practices and curricula for ALL students. Everybody bound and coming from somewhere few are likely to see. Likewise, the Alliance for Excellent Education just released a paper called Climate Change: Creating an Integrated Framework for Improving School Climate. It’s in the name of the poor and minorities and the tragedy of too many schools being drop-out factories. Since much of that is deliberately created, basically we have a case of problems being created so a desired solution can be offered. And framed in terms of Civil Rights since most people never aced Con Law in order to be able to be skeptical about the words “the law requires.”

Beyond the ever present PSC pursuit that gives a reason to require that ALL students in ALL schools “receive the same academic, social, and emotional experience.” PSC gets defined as “an environment that reflects a commitment to meeting and developing the academic, social, and emotional needs of every student.” And collecting Civil Rights Data (CRDC) to make sure that is happening for ALL students. Which will certainly go a long way toward the OECD’s interest in overseeing everyone’s Subjective Well-being.

It also goes a long way towards achieving Education for Sustainability towards this end of the UN’s decade since the data gets at “the driver of intentional change in one’s behaviour, emotions, perceptions and attitudes.” Those changes achieved via federal collection of personal data as a matter of supposed law then is supposed to lead to a greater ability to fuse the needed “shared vision at collective levels.” And all mostly out of sight.

I want to borrow an insight Ludwig Von Mises had on the page before the quote I used in the previous post. If politicians and connected insiders want to call the shots in the 21st century, genuine innovation is an obstacle since it can and has literally changed the world and the course of civilization before. All this PSC emphasis beyond the usefulness of knowing people’s Personal Motivational Profile obtained without their knowledge via digital learning and assessments we cannot see has another important goal. Here is the insight:

“Most people are common men. They do not have thoughts of their own; they are only receptive. They do not create new ideas; they repeat what they have heard and imitate what they have seen. If the world were peopled only by such as these, there would not be any change and any history. What produces change is new ideas and actions guided by them…It is always an individual who starts a new method of doing things, and then other people imitate his example.”

PSC and the resistance to lectures and textbooks and systems thinking now are all fundamentally rationales to prevent uncommon individuals who might create new ideas and fully appreciate and explain the value and necessity  of old ones. But politicians and tech companies wanting to preserve future revenue against competition or media companies aghast at what happened to the profitability of newspapers can’t be honest with us. Money, power, and control may be the real reason but it cannot be the public explanation so we get all these bogus talking points. But in the footnotes that go with the PSC research or holistic learning or Whole Child Initiative or what is wanted from a Conative emphasis is the real story. It will take me several posts as we continue through it but there is tremendous consistency now at the deep level I am. Through place and time and names you might say but never a variance in the function.

Today I want to lay the foundation of why we have encountered so many reasons to switch school to activity and social and emotional learning and the PSC mandate. The 1997 book Head and Heart: Affection, Cognition, Volition as Triune Consciousness by Andrew Tallon laid out the sought vision of a “spontaneous nonconceptual knowing and loving” that will be manifested in “performances.” Yes, indeed, won’t that fit well with ‘performance standards’ and ‘learning tasks’ and projects as the classroom emphasis. That way students can physically practice: “feeling is the way our being resonates with our doing” until it becomes a matter of habit. No wonder ‘engagement’ has become the order of the day. Good thing 21st Century Skills are not interested in fostering habits of mind or deep learning which would start to sound precisely like what Triune Consciousness is getting at.

Think of how useful the PSC mandate and that CRDC data will be if a student’s “capacity to learn means acquiring habits as (re)structuring malleable; it is essential becoming.” Sounds a lot like Peter Senge’s Presencing. And “[t]he goal of learning, at its most personal and interpersonal peak, is to develop triune consciousness. The Developed structures of adult personality and character form the unique constellation of dispositions to act spontaneously and with a directness and immediacy that needs neither thought nor will, primarily in face-to-face relations.” And that Dear Readers fits almost precisely with the vision of the intrapersonal and interpersonal laid out in the Crucible Moment report that launched the American Commonwealth Partnership at a White House ceremony in January 2012.

Triune consciousness is a fancy phrase for a deliberate official pursuit via education to create behaviors and a desire to act that does NOT flow from “discursive reasoning or deliberative will.” Take your pick of reflex or habit or spontaneous or unconscious response. They will all work  as education seeks to join affection, cognition, and volition so that the response comes from internal values, beliefs, and attitudes. School consciously seeks “to sublate [think of anesthesia or other sedation] either or both ‘normal’ discursive reasoning and the deliberations of the will.”

What do we call governments and officials who want to do that?

Who gather personal data to ensure ‘continuous progress’ towards such a goal?

Who frame such a pursuit in terms of disabilities rights or civil rights?

Who call such intentions “innovative school practices”?


Targeting Each Student’s Beliefs About the Purpose of Life Influences Every Perception, Feeling or Action

We are dealing with a fundamental shift in the nature of education from the transmission of knowledge to targeting the “mental process that activates and/or directs behavior and action.” That quote is from a different William Huitt paper from 2005 called “An Overview of the Conative Domain.”  The schemers who have major plans to remake the way society and the economy work in the 21st century are quite familiar with the psychological and behavioral science research that says individual human behavior remains unpredictable unless you get at motivations and values and other drivers of action. We are the ones who see the word ‘conative’ and wonder if there is a typo. If you read that paper you will notice that the real David T Conley definition of College Ready that he developed in 2007 for the Gates Foundation fits at getting at the conative domain like the dovetailed joints of a Duncan Phyfe antique table.

Before we talk about what is being aimed at, let’s go back in history to a perceptive soul who had a ringside seat in Austria at what led to both the Great War launched in 1914 and then saw the rumblings again in the 1930s and fled in time. This is from a 1957 book published by Yale University called Theory and History: An Interpretation of Social and Economic Evolution. The author was talking about the popularity of utopia projects which is precisely what we are dealing with here again more than 50 years later as we have UNESCO and the OECD and school districts declaring Subjective Well-being and personal unconscious motivations to be within their jurisdiction of control.

Ludwig Von Mises noted these projects “enrapture the intellectuals. A few skeptics observe that their execution is contrary to human nature. But their supporters are confident that by suppressing all dissenters they can alter human nature.” And Von Mises was writing about the behavioral science temptation before Big Data and supercomputers. Ponder this quote from Tom Vander Ark, the former executive education director for the Gates Foundation, from his book Getting Smart: How Digital Learning is Changing the World. Tellingly it is at the beginning of Chapter 4 on Motivation:

“we need a much more sophisticated and individualized sense of what will capture students’ attention and cause them to persist through discomfort and distraction. Our ability to quickly and efficiently get and use a deep understanding of the intrinsic and extrinsic factors that together cause focused and persistent behavior in each student–a personal motivational profile–will fundamentally change education and the learning professions.”

And society and the economy too as we have seen in other initiatives of all these groups wanting such intrusive info on what does or will drive future individual behavior. Think of all this as Data for Utopian Planning. Since the typical school district administrator or consultant is unlikely to know history, let’s go back for Von Mises insights again.

“planning for eternity [which is precisely what Sustainability is seeking to do], to substitute an everlasting state of stability, rigidity, and changelessness for historical evolution, is the theme of a special class of literature.[Now it is the topic of many degree programs!]. The utopian author [District Super or Professor] wants to arrange future conditions according to his own ideas and to deprive the rest of mankind once and for all of the faculty to choose and to act. [Precisely what is driving Digital Learning and the Conative research]…There will no longer be any history, as history is the composite effect of the interaction of all men. The superhuman dictator [here we have multiple agencies and NGOs seeking the title of Planner-in-Chief but you get the idea] will rule the universe and reduce all others to pawns in his plans. He [think all the empowered bureaucrats here] will deal with them as the engineer deals with the raw materials out of which he builds, a method pertinently called social engineering.”

Now is the typical Super or Consultant or Principal thinking in those dictatorial terms? No but they are brooking no opposition either and their plans add up to those levels of intrusive social engineering even if the individual pushers are only motivated by greed or envy or just stupidity. It can also be all three. Maybe they cannot even spell the word ‘conative,’ much less define it. But they can still be a pusher for practices that are grounded explicitly in psychological practices from an Abraham Maslow or a Mihaly Csiksentmihalyi intended to transcend the conscious mind.” With a history of disastrous effects.

Last year I wrote two posts explaining first the PEAK model–Performance Excellence for All Kids–and its links to Transformational OBE and the tragedy at Columbine. And I wrote that before the conative researchers kept pulling in Abraham Maslow and his peak experiences as what they would be aiming for in the classrooms. Hardly seems possible that the acronym PEAK is coincidental. Do you know what the conative researchers say they must have to finally get their desired emphasis in place? Site-based management like School Governance Councils or Advisory Management Councils.

I wrote another post about the Achieving Excellence Model implicated in Columbine that is also relevant to what is being sought. I will link to that as well as the stitches in my right hand that made the blog go silent for almost a week have started telling me the rest of the story can wait for the next post. Quiet please. It cannot all wait lest this be coming to a boil somewhere else. . If you remain unfamiliar with the name Bela Banathy or the link of all this to systems thinking, you must read that post. More dovetailing by a Master Manipulator with blueprints of a utopian tomorrow through education.

This morning I discovered that the Achieving Excellence Program was actually international and the subject of a “School-Year 2020” International Conference in October 1988 as a joint venture with the McREL (where the term Second-Order Change now comes from) ed lab in Aurora, Colorado and a Norwegian education group, IMTEC. Anyone know of any tragedies in Norway involving schoolchildren? The Autumn 1989 issue of the 2020 Newsletter pointed out that “McREL’s A+ is a site-or school-based management system.” Now the accreditors are pushing all schools to this model but none faster than charter schools or charter districts.

Now last week Tom Vander Ark’s blog ran a puff piece from a taxpayer paid PR consultant touting the wonders of site-based management, Fulton’s charter, and its potential for “innovative practices.” Yeah, that’s not how School Governance works and the language of that charter is all about using technology, fostering life skills and soft skills, and closing the achievement gap in a diverse district. So we have taxpayer money going to sing the praises of the charter nationally while the former District Deputy Super who helped draft the charter now runs a consulting business training School Governance Councils in the district on their rights and responsibilities. While chairing the local school’s governance council and insisting when asked that this is no conflict.

The School Governance Council actually seems to have very few rights according to the parent-member who spoke last week at the PTA meeting. That was the same PTA meeting where the PTA turns out to have transferred $20,000 from the pot of required to join dues money to continue to fund Spence Rogers and PEAK no matter what the teacher and parent outcry. Even after a 60% teacher turnover since the training started.

The interest in the conative, the psychological change-the-child model, and site-based management are all inextricably linked. If you have a child at a school with one, you need to get to the bottom of what is considered to be student achievement or Growth going forward at your child’s school.

Take good notes and pay attention. The schools and too many politicians are engaged in a planned assault against students AND teachers.

And I am trying my best to arm everyone with the needed info and the nature of the conflicts of interest.

Progressively Producing New Kinds of Students Pre-equipped Via Schools to Work Harmoniously

Education professor James Paul Gee has once again told us graphically what is really intended. Even if I did have to go back to 1996 and a book printed in Australia to locate the toxic vision for using schooling to obtain “indirect control” over students and their future behavior. It’s all about the “arrangement of environments” like schools and the required classroom focus and later a mandated change in workplaces. The idea is that these environments can be restructured so that the physical environments and the required nature of the social interactions can “themselves, in a sense, encode control.” Gee concedes that “[s]uch an approach can easily take on the tones of manipulation.” You think? Anything for the Good Society or ‘cooperative commonwealth’ I suppose if you are on the receiving end of taxpayer or other money to Make It So.

The book the new work order: behind the language of the new capitalism explains how cognitive science and the school classroom can be used to ease the transition to a reimagined economic system for the 21st century. And fairly invisibly too. “Such new classrooms may very well progressively produce students pre-equipped to work harmoniously in distributed systems by internalizing core values, values that issue from the social practices and organizational structures of the system itself and not from any visible controlling center.” Now those required new social practices and the change in focus can come from a charter agreement that parents and taxpayers do not understand. From what I am seeing that recognition of “Oh My. What have we really agreed to?” is about to hit full force around many parts of the US.

But the example Gee used from 1996 is about to be a key component of all schools because a requirement of creating a Community of Learners is part of what will measure who will be deemed an effective principal in the future. And the accreditor AdvancED requires a transition to these Learning Communities with their requisite collective visions in its Quality Standards that went into effect in 2012. That’s how this comes in without parents or taxpayers knowing the schools have done a U-turn and gone to the kind of psychological change the student focus that Uncle Karl and John Dewey have pursued in their philosophies towards education for more than a century.

Gee kindly gives us the money quote on how these Communities of Learners are really to work and what the so-called ‘learning theories’ or ‘cognitive science research’ we are really dealing with here. These ‘learning communities’ are

“based on the idea that knowledge does not reside privately in individual heads but rather it is situated in activities and distributed, or as Lave puts it, ‘stretched over–not divided among–mind, body, activity and culturally organized settings (which include other actors)’. This is, of course, precisely our theme of distributed systems.”

Now none of this is factually true but implementing these theories at school and workplaces goes a long way towards shifting towards the type of transformed society I described in the last post. The Good Society Gal Alperowitz is pushing or the cooperative commonwealth of a Harry Boyte or the All-in Nation or The Spirit Society or that welfare state based on subjective well-being the OECD is pushing. Trust me as someone who has read all these reports and books. Remarkable  consistency of vision going on with ed based on technology and the imposition of these psychological theories in the classrooms as the vehicle. And if you are unlucky enough to live in a League of Innovative Schools district, your Central Office has volunteered your children and dollars to fund the research into what works and what produces change and what really motivates your children at an unconscious level they may even be unaware of.

Are we going to get what is being sought? Mercy no. Let’s remember something the French commentator Jean-Francois Revel wrote more than 20 years ago in Last Exit to Utopia reacting to similar nonsense in France. Where of course UNESCO and the OECD are based.

“there can be no society without inequalities. These may derive from differences between individual performance or from disparities in advantages controlled by the state–or more simply from the wall separating those who have one or more state privileges and those who have none. Here I am using the word ‘privilege’ in the exact sense defined by Littre as ‘an advantage granted to an individual or group and enjoyed to the exclusion of others, to the detriment of the common law.’…

The inequalities within productive liberal societies are constantly subject to a mixing process and always in flux. In statist, redistributionist societies, the inequalities are frozen in place.”

That’s where all this is actually headed. The Meeting of the Minds is all about seeking special favors from an alliance with political power. So is the Global Cities Initiative or that Citistates conference at the Rockefeller Foundation estate in Bellagio, Italy in 2002, 2007, and 2012 that we discussed in the comments. Another invitation lost. We are using misunderstood reforms in education globally to change to societies where “the state creates the special privileges that generate inequalities, beginning with those that [politicians and the public sector and their unions] bestow on themselves.” And then quickly their cronies. And we will not be prospering in this static society and we would probably not consent if asked. So we are not being asked. Through federal grants and regional equity initiatives and planning around urban economies, it is all simply happening.

And a subjective well-being global and national focus is a tremendously useful way to make all this invisibly so. All you have to do is use the schools to make new social relationships the focus and limit transmission of facts. Anyone noticed a movement in that direction? Then you simply have to target social and emotional learning just like that July 28, 2012 Positive School Climate Executive Order plus the accreditation standards require. And then you go after an area that uses another $100 word–the conative. What motivates the student? Precisely what Digital Promise is researching and adaptive computer software, gaming, and learner analytics throw off. Massively.

This is a good paper on precisely how invasive this holistic focus is and all the aspects of the student’s identity and personality that are to be considered fair game. To get the desired change to tolerate or hopefully help take action for the desired change. To the Good Society that will actually function as an insiders-only kleptocracy of the sort Revel recognized. And the Soviet Union operated for the benefit of its nomenklatura with their special stores and ability to travel abroad. Notice this vision takes the prof in 2011 to Athens, Greece to present this “new vision for educating children and youth” with his whole child and every domain–Spiritual Transcendence, Moral Character, Social, Volition, Thinking, Affect/Emotion, and Physical/Kinesthetic. That Becoming a Brilliant Star Framework certainly qualifies as a Your-Child-Will-Be -Ours, All Ours orientation.

And finally getting to do research through digital literacy initiatives on students to study motivations and the “use of personal agency or volition to make choices regarding thought, emotions, and behaviors” is crucial to getting the desired common good society. And it’s so cool because virtually no one is paying attention to these levels of planned psychological intrusions or the real reasons for them. And again, you cannot make ‘subjective well-being’ the focus of social transformation UNLESS you also make the psychological and emotions and what drives behavior and collecting all that data the focus of school.

By the way, late in the paper Huitt does ask the question of “whose rights should be central to the concept of citizenship” in the 21st century. The individual or the community? Want to guess where he comes out in this well-cited paper? Yes it did have to do with collective benefit and the UN’s Universal declaration of Human Rights and redistribution to ensure REAL “individual autonomy.” Like anyone is autonomous with all this deliberate psychological conditioning coupled to intentionally trying to alter “one’s view of reality and one’s relationship to it.”

As I was researching this post and where subjective well-being and these psychological intrusions inevitably take us, I came across a 2012 paper on Human Behavior Modeling put out by the Cognitive Sciences Lab at the University of Karlsruhe. It laid out how a focus on emotion and motivation and grit and conative drivers and measuring all this via intentional assessments can be used to make human behavior predictable. People can then be made through schooling  to act consistently with desired models of their future behavior.

We have a very high level of intentional social reengineering going on here all being put in place by principals and consultants and central office staff just pushing whatever garners them the next lucrative promotion or grant or contract. Only aware, I hope, of the line to be sold and the changes to be made but no genuine idea of the real reasons why.

Did you know the word ‘quisling’ refers to a real person? Major Vidkun Quisling (1887-1945) was the Norwegian army officer who collaborated with German occupying forces during World War 2 and ruled Norway a head of the puppet government. After being shot for treason after the German defeat his name became synonymous with traitor.

I can accept not knowing the full story I am telling as all these people move towards implementation of this toxic agenda while living at our expense. But if the provable facts do not cause a Cease and Desist, I suggest getting T-shirts printed up for presentation that say: